The purpose of this study was to evaluate the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO) validation project (Valid 45). LISTO was funded by the Investing in Innovation (i3) Fund and involved a multi-year intervention that provided virtual professional development and coaching, and literacy-infused science curricula to…

Given the growing number of Latino English learners and the lack of evidence-based educational opportunities they are provided, we investigated the impact of one potentially effective literacy intervention that targets struggling first-grade Spanish-speaking students: Descubriendo La Lectura (DLL). DLL provides first-grade Spanish-speaking…

The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). ELLA-V was implemented in 10 school districts in Texas in the…

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…

We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment…

This study compares the academic achievement of 288 Hispanic students enrolled in the content-based English as a second language program and the late exit transitional bilingual program in an urban elementary school in Texas. The goal was to determine if the two programs had differing effects on Hispanic student achievement in reading. The sample…

This study examined the impact of independent practice of multiple-criteria text that targeted high-frequency words, decodability, and meaningfulness. Second-grade students, including at-risk students, were randomly assigned within classroom to a treatment group that read multiple-criteria text ("n" = 34), or contrast group that read…

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…

The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students' math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC)…

The major purposes of this study were to assess the efficacy of tutoring to remediate 3rd-grade computational deficits and to explore whether remediation is differentially efficacious depending on whether students experience mathematics difficulty alone or concomitantly with reading difficulty. At 2 sites, 127 students were stratified on…

The present research is a third-party study of the effects of the School Renaissance (SR) comprehensive school reform (CSR) model on student achievement in 11 elementary and middle schools in Texas. The primary measures used in the study were the Texas Learning Index (TLI) reading and mathematics scores obtained through administration of the Texas…